The Important Role of the Faculty Advisor in Credit-Bearing Inter

Minnesota State University Moorhead RED: a Repository of Digital Collections Dissertations, Theses, and Projects Graduate Studies Winter 12-20-2018 The Important Role of the Faculty Advisor in Credit-Bearing Internship Opportunities Allison Goossens goossensal@mnstate.edu Follow this and additional works at: https://red.mnstate.edu/thesis Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons Researchers wishing to request an accessible version of this PDF may complete this form Recommended Citation Goossens, Allison, "The Important Role of the Faculty Advisor in Credit-Bearing Internship Opportunities" (2018) Dissertations, Theses, and Projects 95 https://red.mnstate.edu/thesis/95 This Project (696 or 796 registration) is brought to you for free and open access by the Graduate Studies at RED: a Repository of Digital Collections It has been accepted for inclusion in Dissertations, Theses, and Projects by an authorized administrator of RED: a Repository of Digital Collections For more information, please contact RED@mnstate.edu The Important Role of the Faculty Advisor in Credit-Bearing Internship Opportunities A Project Presented to the Graduate Faculty of Minnesota State University Moorhead By Allison Steel Goossens In Partial Fulfillment of the Requirements for the Degree of Master of Science in Counseling and Student Affairs November 2018 Moorhead, Minnesota Running head: INTERNSHIP FACULTY ADVISOR Abstract Much of the research that surrounds internships and other student experiential learning focuses on the student and the inherent benefits that they reap from such experiences Much of this research is viewed through a developmental lens, examining how students benefit and in what conditions are conducive to the learning taking place What is not widely noted is the work that the faculty advisors to help facilitate that learning, ensuring that the experience is held to a high level of academic integrity Here, the literature around this topic is explored and the importance of the faculty advisor and the role they play in credit-bearing internships is affirmed In order to guarantee faculty are equipped to serve in that important role, a training on advising interns is suggested to ensure best practices are met Based on the literature reviewed, topics, content, and theoretical frameworks are also presented as essential components of this faculty training INTERNSHIP FACULTY ADVISOR Table of Contents I Introduction …………………………………………………………………………… II Literature Review …………………………………………………………………… a Student Benefits ……………………………………………………………… b Employer Benefits and Involvement ………………………………………… c Faculty Benefits ……………………………………………………………… 10 d Faculty Involvement and Faculty Limitations …………………………………12 e The Need for Faculty Training ……………………………………………… 14 f Conclusion …………………………………………………………………… 17 III Appendices a Appendix A: Internship Faculty Advisor Training (Power Point) …………… n.p b Appendix B: Internship Faculty Advisor Training Notes …………………… 18 c Appendix C: David Kolb’s Experiential Learning Theory …………………… 28 d Appendix D: Faculty Advisor Training Exit Survey ………………………… 29 IV References …………………………………………………………………………… 31 INTERNSHIP FACULTY ADVISOR The Important Role of the Faculty Advisor in Credit-Bearing Internship Opportunities There is no doubt that experiential learning opportunities are invaluable experiences for students These learning opportunities allow students to make meaningful connections between the classroom and the working world Experiential learning opportunities can include experiences like internships, co-ops, service learning, problem based learning, action learning, adventure education, and (more recently) simulation and gaming experiences (Kolb & Kolb, 2017) For the purpose of this project, we will focus on and limit experiential learning experiences to internships and co-ops These learning opportunities have been around for many years and often times have a deep-seated place on college campuses The majority of higher educational institutions who embrace and value the importance of experiential learning, have systems and programs in place to help ensure that students are maximizing the benefits of those experiences Institutions also ensure that they, too, are able to reap the benefits of the data that is collected in result of those experiences Reporting on internship and co-op participation can help with increased enrollments, institutional retention, alumni sponsorship and donation, and national recognition for placement rates in direct result from those experiences In order to have such fruitful data, institutions must support the systems and programs in place to make sure the whole operation runs smoothly Luckily, there are organizations like the National Association of Colleges and Employers (NACE), the Council for the Advancement of Standards in Higher Education (CAS), and the National Society for Experiential Education (NSEE) who study, compile, and publish best practices for running internship programs each year These organizations stay up-to-date with experiential learning trends, challenges, legal implications, and everything in between in order to provide resources and help set national standards for well-run internship programs INTERNSHIP FACULTY ADVISOR North Dakota State University (NDSU) has a centralized Internship Program operated by the Career Center on campus, which has consistently strived to meet the industry standards and best practices for internship programs since its birth in the 1990s After recently coming under new direction, best practices were reexamined and new strategic goals have been put in place One of the areas that calls for immediate attention, is that of orchestrating orientations for all participating stakeholders within the Internship Program Michael True, Senior Associate at Messiah College, author and founder of InternQube, and nationally renowned “internship guru,” reiterates the importance of the National Society for Experiential Education’s (NSEE) “Eight Principles of Good Practice for All Experiential Learning Activities” (1998) in his published manual, Academic Standards and Best Practices for Internships, (2018) The NSEE practice that he highlights within his manual covers the importance of orientation and training to both the learner, the learning facilitators (faculty advisors and internship supervisors), and any other involved organizational partners (i.e internship coordinators and academic department personnel) This NSEE practice is in place to ensure the full value of the experience is explained to all parties involved Part of this practice involves conducting orientation sessions for each group involved Michael True (2018) and successful internship programs (recognize that the most positive outcomes are produced when students first understand the expectations from the university Students immediately become representatives of the university once they step out into their internship They represent the institution as a whole and how they present themselves is extremely important for the relationship between the university and the employer In addition to students, it is important to hold orientations with both employers and faculty as well This is how it can be sure the employer understands their supervisory role and duties pertaining to the internship and the INTERNSHIP FACULTY ADVISOR faculty advisor understands their role in providing guidance and academic evaluation for the student These orientation sessions must be thoughtfully crafted and presented to each group in order for the program to be working at its full potential There are a lot of moving parts involved in setting up a credit-bearing internship and all players must be presented with a consistent message and up-to-date information each semester The NDSU Career Center’s Internship Program, unfortunately, does not have any of these orientations in place – yet The NDSU Internship Program does have a collection of online resources that have provided each stakeholder (student, employer, and faculty) with the basic information for participation within the program However, in order for the program to be in accordance to best practices and flourish into the program that the higher institutional administration hopes to see, there needed to be a starting point, and that starting point begins with the faculty This literature review, as a whole, is meant to validate the overall rationale for maintaining a well-run internship program and implementing a faculty advisor training session, specifically for the NDSU Internship Program Literature Review All internship programs are designed to meet the needs of the student populations they serve and the academic programs with which they collaborate, meaning there is an infamous number of program models that are practiced all over the nation One of the most standard models involves four different parties: the student, the internship supervisor, the faculty advisor, and the administration (sometimes an academic department or a centralized internship/co-op office) In order to understand the importance of each part and the benefits they experience through experiential learning, it is important to understand how all of the moving parts work together to make meaningful experiences happen for students INTERNSHIP FACULTY ADVISOR It is argued that internship programs need to be well planned and executed to avoid negative experiences for students (Sosland & Lowenthal, 2017) For example, if the administrative internship program staff does not properly vet each internship experience (by evaluating the company and receiving valuable input from the faculty advisor), an intern could end up spending a semester making copies in positions that are unrelated to their academic studies or career goals A key area of stress for interns has been identified as not having a solid understanding of their responsibilities and duties as an intern (Montague & Violette, 2017) Quality position descriptions to determine if an experience is going to be worthwhile for a student is the first step in vetting an internship Some students have the insight and experience to this on their own, but for many students, finding and internship may be the first time they are looking for a position within a company It’s important to guide students through that process and teach them the correct lens in which to view opportunities and teach them about job search strategies like researching companies and looking at industry trends Faculty don’t always have the expertise or the time to play this role, which is why it is such an important role that the administrative staff contributes to the experiential learning process The administrative role can be defined in many different ways Some programs will have designated internship coordinators, some may have field experience directors, while others operate from a centralized career center or co-op office and coordinate between several different departments across campus The structure of how this piece is represented looks different depending on the importance the university places on experiential learning, if the campus has a centralized or decentralized career center, and if departments have the personnel or faculty who are willing to take on such a role But it is an important role Not only these individuals vet opportunities for students, they also need to be the connection between the university and the INTERNSHIP FACULTY ADVISOR employers in the community and beyond To be effective in this role, a good field director will also stay up-to-date on industry trends and the needs of the immediate community and even the needs of various regions on the nation Some field director positions are actually obtained by faculty because these positions have influence on curriculum and pedagogy within the department, as it relates to field experience (Wertheimer & Sodhi, 2014) This model makes sense too If an actual faculty member is researching industry trends and truly understands the needs of the community, they should have influence on curriculum and pedagogical techniques that are used within their department If programs are adapting to the needs of the workforce, the better the student outcomes will be, which usually culminates into higher enrollment and quality programming This is why coordination between all parties and fluid communication between all parties is paramount for running a successful and rewarding internship program To better understand the need for collaboration and fluid communication between all entities of an internship experience, it is important to understand how each individual part is involved and how each party benefits from participation Student Benefits As stated before, the benefits are inherent for students who complete an internship or coop There have been countless studies and research conducted regarding these benefits (Gilbert, Banks, Houser, Rhodes, & Douglas, 2014; York & Fernandez, 2018) which are unanimously positive Participation in internships can also be a great benefit to certain student populations Underrepresented students (including, but not limited to, students with financial need, first generation college students, and students of color) who participate in experiential learning can learn valuable skills through these out-of-the-classroom learning opportunities By participating INTERNSHIP FACULTY ADVISOR in these experiences, these groups of students prove to have better outcomes and feel more prepared to enter the world of work or apply for graduate school (Means, Bryant, Crutchfield, Jones, & Wade, 2016) Students have continuously proven that completing an out of classroom experience can lead to increased overall employability, expedited employment, higher starting salaries, increased engagement in the classroom, increased professionalism, and heightened technical skills In a recent study, funded by the National Association of Colleges and Employers (NACE), the career outcomes data collected at Endicott College (a college that requires a full semester internship as an academic requirement) proves these benefits to be true The report states that of the 2015 graduating class, 98% of the graduates were employed in full-time or parttime positions, continuing education, enlisted in the military, or self-employed The other interesting part of the report stated that 90% of the students who were employed were working directly in fields related to their majors Even more telling was that 53% reported that they obtained their positions directly from their internships or internship contacts (Saltikoff, 2017) Equally impressive statistics, such as those from Endicott College can be found among many academic institutions, especially those with strong internship programs, proving time and time again that exposure to the working world is one of the greatest benefits to a college student (Vélez & Giner, 2014) Measuring high-impact experiences that students participate in is a trend at many universities High-impact experiences can include programming like: first-year seminars, learning communities, undergraduate research, internships, service learning, capstone courses and many more The commonality between all of these experiences is that they are not experienced in a traditional classroom setting – they either happen in a different format or a different environment, but it is proven that the more high-impact experiences students are INTERNSHIP FACULTY ADVISOR 19 i Sponsorship, donors, private funding – these are all things that can come out of partnerships built from employers who host interns ii Brand recognition for the university as well – interns out in the community where their school’s badge in everything they They represent the institution c Prepare students to be successful in the world of work upon graduation i Internships serve as an experience that develops students’ soft and technical skills, prepares them for professional workplace culture, and allows the student an opportunity to become self-aware in their own preferences in the workplace d Internships should guide students in applying theory and research directly to work experience i This is often accomplished with the direction of a faculty advisor – they are the connector in this aspect e Internships should benefit ALL three parties VII Slide 5: The Benefits of Internships a Students: i Benefits are inherent – there is no research out there that says students have been negatively impacted (from a learning perspective) by completing an internship (granted the internship was legal and the student wasn’t impacted physically or emotionally by the experience) Even if it is a poor experience, students are still learning from the exposure to the workplace Students learn technical skills, soft skills, and workplace professionalism (from writing appropriate emails to speaking up during a staff meeting) Student get hands-on experience, making the connection between theory learned in the classroom and actual practice ii Use internships for exploratory purposes: Test a career path before graduation Explore different areas within an industry Identify key personal preferences when choosing a place of work (the importance of culture, physical environment, location, team-based, etc.) INTERNSHIP FACULTY ADVISOR 20 iii In the 2018 NACE Internship and Co-op Survey Report, respondents reported that 59% of student interns were offered a full-time positions after the completion of their internship b Employers: i Hosting an internship can bring fresh perspectives to the workplace ii Test out an employee before offering full-time employment i.e the “Extended interview” Low-cost investment for potential employees iii Built-in company marketing strategy – students talk (they become brand ambassadors) iv Build relationships with faculty and staff on colleges campuses – increasing brand awareness and visibility v According to NACE, 70.6% is the retention rate after one year of employment for hired interns (internal hires) vi And 65.8% is the retention rate for intern hires who worked at external internship sites c Faculty: i This group is harder… as advising internships obviously takes time and energy, without any compensation BUT… ii Build relationships with students – this is why we all work in higher ed…to be able to work with students iii Build relationships with employers and industry leaders Learn about industry trends and ways to augment their curriculum with the needs of the economy Access to guest speakers from top companies to come into classrooms or student organizations you may advise Potential sponsorship opportunities and donations to academic departments a Money is always tight in higher ed (especially for academic departments), but if private funding can come in, it benefits the department and students b Example: Edie Bailly – they obviously have a great working relationship with the COB, hence the Edie INTERNSHIP FACULTY ADVISOR 21 Bailly conference room! Companies may also be interested in investing in projects for students to work on (win-win for all) iv Students who have participated in internships can bring valuable perspectives to the classroom v The more students who complete internships within their field, the better the retention is for the program 90% of the 2015 graduates from Endicott College (about 3,000 students) got employment within their field of study *Students at Endicott College ALL participate in required internships throughout their college experience (3 to be exact) vi A percentage like 90% will certainly help validate academic programs and departments for enrollment and retention purposes – we all know that more students = more money SECTION THREE: COMPONENTS OF AN INTERNSHIP EXPERIENCE VIII Slide 6: The Roles We Play a Student - Directly participates in an experiential learning experience b Faculty Advisor - Serves as the connection to academics, supports the student, and facilitates learning c Site Supervisor - Provides day-to-day feedback and supervision for the student d Coordinator (Administration) - Manages all entities of the internship process and provides resources for success IX Slide 7: Components of an Internship Experience a [In reference to the model image]: This is the model that we are working towards b All parties must work together in order to create the most meaningful experience for the student c That means coordination between all parties and fluid communication between all parties is paramount d This is truly what a successful program looks like i This is where you, as the faculty member, can see how you fit into this picture INTERNSHIP FACULTY ADVISOR 22 ii You can see that your role here looks integrated – which it should be You also have access to the site supervisor and administrator It’s one program working for all the parties SECTION FOUR: THE ROLE OF THE FACULTY ADVISOR X Slide 8: Faculty Advisor Role a Approve internship experiences b Meet with student intern to: i Review expectations Communication expectations and practices throughout the experience Utilization of technology and learning platforms (D2L, Blackboard, email, hour tracking apps/systems, other educational tools, career center tools, etc.) Grading process, rubrics, evaluation ii Create learning objectives Co-create these with the student Can relate to area of study and what they are doing academically OR they could relate more to their career goals Utilizing the PD of the internship position will be helpful in this process Decide whether students will be able to adjust these once they get into the experience – there can be added value in assessing objectives midway through a semester in order to yield a desired outcome and ensure the objective aligns with the work they are doing iii Complete a learning plan The learning plan should really incorporate all of the aforementioned things (expectations, the created objectives, SMART goals the student may have, grading policies, etc.) This can be adapted to any program – should reflect the values and mission of that internship program and agreement between the student and the faculty member INTERNSHIP FACULTY ADVISOR 23 c Check in with the student i Make a decision on how this will happen ii Decide how often and make a plan for implementation (reminders on your calendar, notifications on your phone, set dates to meet with the student before the semester begins, etc.) d Evaluate additional assignments i Provide rubrics and other resources that the student will need to complete the assignment ii Create deadlines and dates (if possible, create these with the student – giving the student the opportunity to give input as well) e Recommend grade for experience i Follow grading structures and policies around this idea ii Contact the appropriate people and ensure the student is aware of the procedures as well SECTION FIVE: BEST PRACTICES IN FACULTY ADVISING – THEORY XI Slide 9: Faculty Guidance and Support a Lev Vygotsky’s Zone of Proximal Development Theory i Scenario: Riding a bike or giving a speech ii Vygotsky’s theory argued that children retain more information and learn new things when they have assistance in their learning This type of learning, he concluded, fosters future development and creates more potential for independent student learning later iii Three zones of the theory – show on image/graphic iv Point out on chart where we want the interns to be in order for them to get the most of their experience b Guided learning i Zone of Proximal Development Theory is a great way to define the importance of guided learning ii Faculty can serve that need for guidance by engaging with their interns during their experience and provide support in order to enhance their capabilities in the workplace INTERNSHIP FACULTY ADVISOR 24 iii Support system: faculty are a part of that support system for the student who is out on internship – especially when it comes to content of the work the student may be doing XII Slide 10: Kolb’s Experiential Learning Theory a One of the main staples in experiential learning models b Completion of the cycle will ensure holistic learning experience for the student c Guidance must be provided in order to ensure the reflective process reaches fruition during each stage d Faculty can help facilitate the objectives for each stage in this model e Explain each stage [see/utilize Appendix A] XIII Slide 11 – 13: Faculty’s Role in Kolb’s Theory a Reflective Observation stage i Faculty can help foster student reflection by giving students reflective prompts that challenge them to think deeply and articulate their experiences ii Reflective observation should be a continuous process and should ideally happen throughout the student’s experience in their position b Abstract Conceptualization stage: i This is where the faculty advisor can help students connect their reflective thoughts to theory learned in the classroom and ask them to articulate how they are using these constructs in their work environment ii This also would ideally be practiced throughout the student’s experience iii Faculty guidance is crucial in this stage, as they are the key components to foster that “academic to workplace” connection c Active Experimentation i Faculty can encourage student to continue to think in experimental ways Perhaps by asking students how they will implement what they learned form their experience in future situations INTERNSHIP FACULTY ADVISOR 25 ii This can work really well in a summative type of assignment that asks the student to summarize and articulate pieces form their whole experience iii Faculty should see evidence that the student will be able to take their learned experience with them and apply them in the future SECTION SIX: BEST PRACTICES IN FACULTY ADVISING – IN PRACTICE XIV Slide 14: Best Practices for Faculty Internship Advising a Co-create learning objectives with intern i [covered more in-depth on next slide] ii These are essential for best practices and should be a standard practice iii Institutions and different disciplines will refers to these in different terms, but essentially, learning objectives should be created based on the student’s position description, program outcomes/requirements, and competencies students would like to strengthen based on their desired career goals b Design a “Learning Plan” that includes objectives, goals, and expectations i [covered more in-depth on next slide] ii Also called “Learning Agreements” or “Learning Contracts” – each institution and discipline may refer to this in other terms as well c Check in with the student throughout the experience i Experiment with different modes of communication ii Change modes of communication based on discipline and individual student d Promote student reflection through conversations, correspondence, required assignments, etc i Experiment with different means of reflection depending on discipline, student preferences, and program requirements ii Regardless of the methods used to foster reflection, reflection should always remain at center of all interactions and assignments e Evaluate the student's experience from academic lens i Provide a way for the student to turn in the assignment and answer questions they have about the requirements – faculty should set them up for success in this part (as the bulk of the internship should be focused on the experience itself) INTERNSHIP FACULTY ADVISOR 26 ii Follow institution’s process for recommending a grade for an internship experience XV Slide 15: The “Learning Plan” a Designing a “Learning Plan”: i Include learning objectives Recommended to be co-created by the student and faculty advisor 3-5 are suggested, depending on the length of the experience These are considered academic learning objectives as well as the learning opportunities in the internship ii Define student SMART goals These can be personal or professional goals and should be created to help the student focus on what they hope to gain from the experience in relation to their personal or professional life Suggested to be created by the student, reviewed by faculty advisor (2-3) Must be: Specific, Measurable, Achievable, Relevant, and Timely iii Define expectations: Communication expectation throughout the experience (faceto-face, email, phone calls, Blackboard, etc.) Review requirements for additional assignments and provide a rubric for grading purposes Dates and deadlines: a Discuss evaluation dates and deadlines (possibly distributed from the internship coordinator) b Discuss deadlines for assignments, the submittal process , and the final grading process c Don’t be afraid to be flexible with dates and deadlines – it may be beneficial to co-create these so the student can take more ownership of their experience INTERNSHIP FACULTY ADVISOR Confirm with the student that the expectations are clear and provide contact information for follow-up questions and correspondence throughout the experience SECTION SEVEN: CLOSING XVI Slide 16: Questions & Final Comments 27 INTERNSHIP FACULTY ADVISOR 28 Appendix C David Kolb’s Experiential Learning Theory The Experiential Learning Cycle Kolb views learning as a four-stage, holistic, continuous process where a participant acquires knowledge from each new experience According to Kolb, effective learning can only take place when an individual completes a cycle of the four stages – in which the order of the stages is obsolete According to Kolb’s theory, a person cannot learn by simply observing or reading Concrete Experience: The individual encounters a new experience that creates an opportunity for learning In this stage, the individual is actively participating in the experience Reflective Observation: In this stage, the individual reflects on the experience before making any judgments Particular notice is paid to any inconsistencies between experience and understanding The goal is for the individual to review the situation and find meaning behind the experience Abstract Conceptualization: In abstract conceptualization, the individual develops theories to explain their experience This analysis often gives rise to a new idea or changes a preexisting concept In this stage, the individual identifies recurring themes, problems and/or issues that will help them with new learning experiences The goal is to create concepts that they can apply in the future Active Experimentation: In this stage, individuals apply what they learned in the experience to another situation They use their theories to solve problems, make decisions, and influence people and/or events The learner takes risks and implements theories to see what will result (experimentation) The goal is to test the concepts in different and new situations to discover ways to improve INTERNSHIP FACULTY ADVISOR 29 Appendix D The purpose of this survey is to gage whether or not faculty advisors feel more equipped to advise student interns in their discipline Results of this survey should be used to make adjustments to the content and delivery of the training for the purpose of continuous improvement Distribute this survey (either on paper or via an online link) after the faculty advisor training session Survey is meant to be anonymous to elicit authentic candid feedback Faculty Advisor Training Exit Survey Date: _ Presenter/Trainer: _ Instructions: Indicate your level of agreement with each of the following statements Strongly Agree The objectives of the training were clearly defined Agree Neutral Disagree Strongly Disagree Participation and interaction were encouraged The topics and content covered were relevant to me The content was organized and easy to follow The materials distributed were helpful This training experience will be useful in my work The trainer was knowledgeable about the training topics ☐ ☐ ☐ ☐ ☐ The training objectives were met ☐ ☐ ☐ ☐ ☐ The time allotted for the training was sufficient ☐ ☐ ☐ ☐ ☐ The meeting room was conducive to the format of the training ☐ ☐ ☐ ☐ ☐ INTERNSHIP FACULTY ADVISOR What did you like most about the training? What aspects of the training could be improved? How you hope to change your practice as a result of this training? Please share other comments or expand on previous responses here: Thank you for your feedback! 30 INTERNSHIP FACULTY ADVISOR 31 References Arter, M L., Wallace, L N., & Shaffer, T L (2016) The use of reflective journals to stimulate critical thinking in the academic internship Journal Of Criminal Justice Education, 27(1), 140-156 Beliavsky, N (2006) Revisiting Vygotsky and Gardner: Realizing human potential The Journal of Aesthetic Education, 40(2), 1-11 Council for the Advancement of Standards in Higher Education (CAS) 2014 Internship programs: CAS contextual statement [PDF] Cabot: cas.edu Cunningham, J (2017) 15 Best Practices for Internship Programs In Building A Premier Internship Program Guide: A Practical Guide for Employers Bethlehem, PA: NACE Cuyler, A C., & Hodges, A R (2015) From the student side of the ivory tower: An empirical study of student expectations of internships in arts and cultural management International Journal of Arts Management, 17(3), 68–79 Dommeyer, C J., Gross, B L., & Ackerman, D S (2016) An exploratory investigation of college students’ views of marketing internships Journal of Education for Business, 91(8), 412–419 Eight principles of good practice for all experiential learning activities (2013, December 9) Retrieved August 24, 2018, from https://www.nsee.org/8-principles Gilbert, B L., Banks, J., Houser, J H W., Rhodes, S J & Lees, N D (2014) Student development in an experiential learning program Journal of College Student Development, 55(7), 707-713 Kilgo, C., Ezell Sheets, J., & Pascarella, E (2015) The link between high-impact practices and student learning: Some longitudinal evidence Higher Education 69(4), 509–525 INTERNSHIP FACULTY ADVISOR 32 Kolb, A Y., & Kolb, D A (2017) Experiential learning theory as a guide for experiential educators in higher education Experiential Learning & Teaching In Higher Education (ELTHE): A Journal For Engaged Educators, 1(1), 7-44 McCurdy, S., & Zegwaard, K E (2009) Faculty voices: What faculty think about work integrated learning Journal Of Cooperative Education & Internships, 43(1), 36-53 Means, D R., Bryant, I., Crutchfield, S., Jones, M & Wade, R (2016) Building bridges: College to career for underrepresented college students Journal of College Student Development, 57(1), 95-98 Montague, N., & Violette, G (2017) The millennial internship experience: Balancing technical training with soft skills CPA Journal, 87(12), 42–46 Saltikoff, N (2017) The positive implications of internships on early career outcomes NACE Journal Retrieved August 20, 2018, from http://www.naceweb.org/jobmarket/internships/the-positive-implications-of-internships-on-early-career-outcomes/ Sosland, J K., & Lowenthal, D J (2017) The forgotten educator: Experiential learning’s internship supervisor Journal Of Political Science Education, 13(1), 1-14 True, M (2018) Faculty Manual Academic Standards and Best Practices for Internships [PDF] Mechanicsburg: Intrueition LLC True, M (2018) Starting and Maintaining a Quality Internship Program, 9th Edition [PDF] Mechanicsburg: Intrueition LLC Vélez, G., & Giner, G (2015) Effects of business internships on students, employers, and higher education institutions: A systematic review Journal of Employment Counseling, 52(3), 121–130 INTERNSHIP FACULTY ADVISOR 33 Wertheimer, M R., & Sodhi, M (2014) Beyond field education: Leadership of field directors Journal of Social Work Education, 50(1), 48–68 York, T T & Fernandez, F (2018) The positive effects of service-learning on transfer students’ sense of belonging: A multi-institutional analysis Journal of College Student Development, 59(5), 579-597 ... TRAINING CAREER CENTER | INTERNSHIP PROGRAM OVERVIEW OF THE TRAINING ¡  The benefits of internships ¡  Components of an internship experience ¡  The role of the faculty advisor ¡  Best practices in. .. TRAINING NOTES Description: The purpose of this training is to inform faculty of the important role they play when advising student interns The training was developed in order to educate the. .. Training a The Benefits of Internships b Components of an Internship Experience c The Role of the Faculty Advisor d Best Practices in Faculty Advising – Theory e Best Practices in Faculty Advising